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Teaching Children with Dyslexia

Teaching Children with Dyslexia is essential reading for any teacher, parent, SENCo, teaching assistant or student who needs an incisive account of the best ways to successfully tackle dyslexia and dyspraxia – at home and in the classroom

About the book

  • What can you do if you suspect a child is ‘at risk’ of dyslexia/dyspraxia?
  • What is ‘special’ about specialist teaching intervention?
  • What day-to-day activities work for poor readers and struggling spellers?
  • Is it possible to teach reluctant writers to write what they know and want to say?

This book is packed with photocopiable checklists, activities, recommendations for resources and tests, advice and suggestions for strategies and techniques that are instantly transferable to teaching environments. Written by one of the most well-regarded and experienced practitioners in the field, her ‘hands-on’ experience makes this an indispensable teaching companion.

Philomena Ott has a well-deserved reputation for cutting through the jargon, explaining complex scientific theories and research findings in a palatable and accessible way. She provides a succinct overview of the most recent research about the characteristics of dyslexia and dyspraxia, as well as ways of dealing with it by using well-established methods.

Written specifically to bolster experienced teachers’ confidence and to empower Newly Qualified Teachers (NQTs) with the key to unlocking literacy problems in challenging pupils, this resource book should be on the shelf of every staff room.

Book details
Publisher Routledge
ISBN 978 0 415 32454 0
Pages  300pp

by Sir Richard Branson

'Early recognition of dyslexia and dyspraxia empowers parents and teachers who want to support and encourage the ten per cent of children who learn differently and it will help to prevent a further increase in the 16 million adults in the workforce with low literacy levels.'

Sir Richard Branson

Extracts from the foreword by Sir Richard Branson

'Dyslexia is an issue frequently in the media spotlight. It arouses passionate debate including diverse opinions about the condition and its characteristics. Sceptics dismiss it as a mythological condition found among the well-heeled classes. Academics removed from the day-to-day realities argue about definitions. The reality is that many individuals are haunted by a lifelong incapactiy with certain aspects of language which does not diminish with age or experience. Evidence is reported globally and in multi-lingual settings from those with a specific pattern of difficulties.'

'My school days were a struggle. I never forgot the day when I was taking an IQ test and just looked at the sheet of paper for one hour without being able to answer anything. My mother refused to accept that I was just careless and lazy and encouraged me in all kinds of out of school activities, and fortunately I ended up being top in sports. At my senior school I opted out of the challenge of writing essays. In those days computers were not readily available for word processing and spellchecking... Technology, when used appropriately, has revolutionised the lives of those who struggle to spell.'

'This book offers practical advice about what readers need to know, and when they dip into it, it provides sensible answers. It is derived from real-life experience and based on up-to-date international research. The key facts are accessible and easily located for the general reader.'

Sir Richard Branson



  1. The really useful guide for dealing with dyslexia and dyspraxia at home and in pre-school settings
    Early warning signs of SEN
    Checklist to help identify dyslexia/dyspraxia
    Terms for a happy family’s ‘homework treaty’
  2. Promoting good home-school partnerships
    Practical implications of SEN legislation
    Duties and responsibilities of maintained and independent schools arising from SENDA 2001
    Guidelines for the content for IEPs
    What parents need to know about the school’s provision for children with SEN
  3. Dealing with dyslexia in dyslexia-friendly schools
    Guidelines for teaching motor skills
    Guidelines for a ‘whole school’ handwriting policy
    Guidelines for assessment and access arrangements
  4. Why learning to read requires explicit teaching
    Research and theories about underlying causes of reading difficulties
    Suggestions for why and how to teach synthetic and analytic phonics
    Hallmark features of dyslexia in reading
  5. The theory and processes involved in teaching reading: suggestions for closing the gaps in redaing attainments
    The ‘essential principles’ of teaching reading using the ‘code emphasis’ (phonics) method
    What teachers need to know to deliver a well-balanced reading diet
    The rough guide to helping reluctant readers
  6. Why spelling is often a major stumbling block and what to do about it
    Spelling errors as a ‘magnifying glass’ to help understanding of dyslexia
    The rough guide to teaching spelling rules and conventions
    Guidelines for a ‘whole school’ spelling policy document
  7. Strategies for success for writers: tricks of the trade and hints galore to lighten the load for dyslexic and dyspraxic writers
    Practical suggestions for teaching writing skills
    What stumbling blocks obstruct poor writers and cause specific challenges?
    Checklist for effective writers when planning, drafting, editing and revising?
    Factsheets and guidelines for teaching the main non-fiction genres



‘Providing comprehensive advice and strategies for dealing with the reading, spelling and writing difficulties commonly faced by students with dyslexia, this book will surely become the new 'dyslexia bible' for parents and teachers alike.’
Rosie Bissett, CEO Dyslexia Assocation of Ireland

Nottinghamshire County Council as part of their Dyslexia Friendly Schools’ project has chosen it ‘as a main work of reference for all their schools’.
Colin Redman, MD SEN Books

'An excellent book... an invaluable source of information... accessible, practical and pragmatic.'
Bulletin of PATOSS, Professional Association of Teachers, Students, with SpLD